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Jurnal Pendidikan Fisika, Publications Unit, The Magister of Physics Education Departement in State University of Medan, Jl. Williem Iskandar, Medan, Indonesia
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INDONESIA
Jurnal Pendidikan Fisika
Published by Universitas Negeri Medan
ISSN : 2252732X     EISSN : 23017651     DOI : 10.22611/jpf
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 322 Documents
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PENGARUH MODEL PEMBELAJARAN INKUIRI DAN KREATIVITAS TERHADAP KETERAMPILAN GENERIK SAINS SISWA DI SMA NEGERI 1 PEUKAN PIDIE Mainisa ,; Ridwan Abdullah Sani
Jurnal Pendidikan Fisika Vol 3, No 1 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v3i1.3275

Abstract

Penelitian ini bertujuan untuk: (1) Mengetahui perbedaan keterampilan generik sains siswa menggunakan model pembelajaran inkuiri dan pembelajaran konvensional. (2) Mengetahui keterampilan generik sains antara siswa yang mempunyai kreativitas tinggi dan siswa yang mempunyai kreativitas rendah. (3) Mengetahui interaksi antara model pembelajaran inkuiri dengan kreativitas terhadap keterampilan generik sains siswa pada materi alat alat optik. Penelitian ini merupakan jenis penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X semester II SMA Negeri 1 Peukan Pidie T.A. 2013/2014 sebanyak 5 kelas (152 orang). Sampel penelitian terdiri dari 2 kelas yaitu kelas X-1 (kelas Eksperimen) dan kelas X-4 (kelas kontrol) yang ambil secara cluster random sampling. Instrumen penelitian berupas tes keterampilan generik sains dan tes kreativitas. Data dianalisis menggunakan SPSS 17, hasil pengujian hipotesis ANAVA 2 jalur sebagai berikut: (1) Model pembelajaran Inkuri lebih baik dalam meningkatkan keterampilan generik sains siswa dari pada pembelajaran konvensional. (2) Keterampilan generik sains siswa yang mempunyai kreativitas tinggi lebih baik dibanding dengan siswa yang mempunyai kreativitas rendah. (3) Ada interaksi antara model pembelajaran Inkuiri dengan pembelajaran konvemsional dan kreativitas terhadap keterampilan generik sains siswa.
THE DEVELOPMENT OF TEACHING MATERIAL BASED ON KKNI IN STUDY PROGRAM PHYSICS EDUCATION ON FACULTY OF TEACHER TRAINING AND EDUCATION ON DARMA AGUNG UNIVERSITY Rameyanti Tampubolon; Richie Erina
Jurnal Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v9i2.21173

Abstract

Learning in university is very different, students are required to study independently starting from the first semster and most students feel overwhelmed by the learning situation on campus. The overwhelmingness faced caused a lack of willingness to attend lectures. This study aims to roduce valid and feasible teaching materials based on BSNP standarts. The method used in this study uses development research with the 4-D Thiagarajan model in 1974. This research was conducted in stages, namely the first stage of defining (analyzing material, analyzing student character, analyzing the curriculum tailored to the needs of students). The second stage is to design teaching materials. The third stage is developing KKNI based teaching materials, done by provide a questionnaire to assess the validity and feasibility of teaching materials with BSNP standart assessed by two teams of physics lecturers. Instruments for collecting data, namely media and material assessment sheets. The validation results obtained were: for graphic feasibility, obtained of categories Very Good; for language eligibility, obtained of categories Very Good; for content feasibility, obtained of categories Very Good; for presentation feasibility, obtained of categories Very Good; for contextual feasibility, obtained of categories Very Good. Based on the results of this validation, it can be concluded that the assessment of media and teaching materials based KKNI on matrix and vector space material is valid based on BSNP and feasible to be tested
EFEK MODEL PEMBELAJARAN PROBLEM SOLVING DAN MOTIVASI TERHADAP HASIL BELAJAR FISIKA SISWA SMA Grace Dennys Hutabarat; Sahyar ,
Jurnal Pendidikan Fisika Vol 2, No 2 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i2.3479

Abstract

The Objectives of this research are (1) find out the difference oflearning outcomes Physic by Problem solving and Expository (2) differenceof students the learning outcomes with high learning motivation comparedlow learning motivation, (3) interaction between motivation and learningoutcomes of Problem solving and Expository. This study is a quasiexperimentresearchwith2x2factorialdesigns.Thepopulationin this studyis 320 students from eight classes of grade X at SMA N 1 Sidamanik, NorthSumatra. The samples of this research were two classes, consisted of 75students determined by random cluster sampling. Data were analyzed usingtwo ways ANAVA at significant level of 0.05. Research shows that (1)students learning outcomes of problem solving class is better then expositoryclass. (2) students learning outcomes with high learning motivation is better then low learning motivation (3) interaction of motivation and learningoutcomes is available in the problem solving and expository.
THE INQUIRY TRAINING LEARNING MODEL USE MIND MAPPING AND FORMAL THINKING ABILITY ON STUDENT’S SCIENCE PROCESS SKILLS Bima Anggraini
Jurnal Pendidikan Fisika Vol 6, No 1 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i1.6337

Abstract

The aim of this research were to analyzes: the different students’s science process skills by using inquiry training learning model and using conventional learning, the different students’s science process skills in the group of students who had formal thinking ability above average and below average, and the interaction inquiry training learning model and conventional learning with formal thinking ability of the students’s science process skills. This research carried out by a quasi-experimental with using two group pretest-postest design. The population of this study was class IX SMP IT An-Nizam Medan. The sample in this research was conducted by cluster random sampling of two classes, experiment class by using inquiry training learning model and control class by using conventional learning. The instruments of this study used science process skills in the perform work form and formal thinking ability test were collected by essay test. The data was analyzed by using two-way analysis of varians. The results of this research are  the different students’s science process skills of inquiry training learning model and conventional learning, the different students’s science process skills  who had formal thinking ability above average and below average, and there were an interactions between the inquiry training learning model with formal thinking ability in improving students's science process skills.
THE EFFECTS OF INQUIRY TRAINING ASSIST MEDIA OF HANDOUT AND ATTITUDE SCIENTIFIC TOWARDS SCIENCE PROCESS SKILLS IN PHYSICS STUDENTS Halimatus Sakdiah; Sahyar .
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v3i2.3172

Abstract

The purpose of this research has described difference: (1) skill of student science process between inquiry training assist media of handout and direct instruction, (2) skill of student science process between student possess attitude scientific upon and under of mean, and (3) interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of  Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1) between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2) between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3) any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.
EFFECT OF DISCOVERY LEARNING MODEL TO CRITICAL THINKING SKILL AND COGNITIVE OUTCOME LEARNING STUDENTS SMP Tota Tota Martaida; Nurdin Bukit; Eva Marlina Ginting
Jurnal Pendidikan Fisika Vol 7, No 2 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v7i2.8951

Abstract

This study aims to determine: students' critical thinking skills and student cognitive outcome learning with discovery learning model and conventional learning. Quasi experimental research was conducted using pretest-posttest control group design. The sample in this research is the experimental class treated with the discovery learning model and the control class apply the conventional learning chosen by simple random sampling. The instrument used is an essay test based on the indicator of critical thinking ability and outcome learning test based on bloom revision. Data in this research is analyzed by using t test. The results show that: The students' critical thinking ability which is taught by discovery learning is better than students who are taught by conventional learning and students cognitive outcome learning which is taught by discovery learning better than students who are taught by conventional learning
EFFECTS OF LEARNING GUIDED DISCOVERY USING MAP CONCEPT OF PROCESS SKILLS AND ABILITIES COGNITIVE SCIENCE PHYSICS STUDENTS SMA Meri Pinta Ulin; Karya Sinulingga
Jurnal Pendidikan Fisika Vol 4, No 2 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v4i2.3237

Abstract

The purpose of this study were to analyze science process skill and physics cognitive competence taught of students by guided discovery learning by using the concept maps or taught by conventional learning. The research type was quasi experiment with the two group pre-test and post test  design, and the population of this study was all students class X semester II at senior high school 1 Pancur Batu. The research sample was taken by simple random sampling technique consist of two class, theyare the experimental class taught by the guided discovery learning by using the concept maps and the control class taught by the conventional learning. The data of this research was taken using observation sheet to see the science process skill of students and multiple choice test to see the students’ physics cognitive competence. The result showed that the average value of science process skills of students in the experimental class is 69.26, while in the control class 47.72 and cognitive competence taught of students' physics class experiment was 81.33, while in the control class 75.50. The results of this research indicated that science process skill of students on and physics cognitive competence taught by the guided discovery learning by using the concept maps was better than taught by the conventional learning.
NEED ACCESSMENT OF CONTEXTUAL-BASED PHYSICS LEARNING VIDEO SUBJECT MATTER TEMPERATURE AND CALOR FOR 21ST CENTURY LEARNING Sadra Hamida; Desnita Desnita
Jurnal Pendidikan Fisika Vol 9, No 1 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v9i1.17356

Abstract

Primary analysis is a very important stage in a research development. Because the information obtained from this activity is the reason for the development of a research product. A preliminary study has been conducted in 7 high schools in West Sumatra, which aims to obtain information about the character of students, media and learning resources used by high school physics teachers to teach temperature and heat. This study was carried out in order to see the compatibility between the media and learning resources used by physics teachers with learning needs in the 21st Century. This activity applies a survey method, using questionnaire. Based on the analysis of student characteristics that have been obtained, students' interest in learning physics is 74.28, attitude is 76.29, student motivation is 79.36 and student learning style is 78.16. Initial analysis of teaching materials and media used by teachers obtained 100% of teachers stated that using textbooks in the learning process, 12.5% of teachers use modules and encyclopedias, 62.5% of teachers use LKS in the learning process. Learning media used by teachers in schools 37.5% teachers use videos, 37.5% teachers use power points. These results indicate that students' interest and motivation to learn are good, but the media used still needs to be adjusted. One of them is the addition of learning videos
THE EFFECT OF THE INQUIRY TRAINING MODEL TOWARDS SCIENCE PROCESS SKILLS OF STUDENTS ON PHYSICS LESSON Abdul Hakim; Aisyah .
Jurnal Pendidikan Fisika Vol 5, No 2 (2016)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v5i2.4400

Abstract

This study aimed to know the effect of science process skills of students and activity among the inquiry training and the conventional learning. This research is quasi-experimental study using pre-test and post-test design. The population of the study was students in Medan. Techniques that used to gain a simple is cluster random sampling, the first was grade as experimental class used the inquiry training model and the second was grade as the control class used the conventional learning. The instruments of this study were the science process skills test. The activity, affective, and psychomotor was used observation sheet. The analysis results that the inquiry training was better than that conventional learning in improving the science process skills of students.
THE EFFECT OF GUIDED INQUIRY LEARNING MODEL TO THE SCIENCE PROCESS SKILLS AND UNDERSTANDING THE CONCEPT OF PHYSICS Adeline Silaban; Mariati P Simanjuntak
Jurnal Pendidikan Fisika Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v7i1.8644

Abstract

This study aims to find out how the improvement of PPP and concept comprehension on students who are taught using guided inquiry learning model with conventional learning, whether the improvement of the KPS and the conceptual understanding of students using guided inquiry is better than conventional, whether the guided inquiry learning model influences the PPP and the students' understanding of the physics learning process and how the relationship between the students' KPS and the students' understanding of the concept. This research is a quasi experimental research with pretest-posttest experimental design group design design. The population is class X SMK Negeri 1 Stabat with a sample of two classes selected by random sampling. Data retrieval uses an instrument test of process science skills and concept comprehension. The results of the research for the increase of PPP of the two classes obtained pretest 42,13 and 42,86, while postes 79,66 and 55,06. The results of the research to increase the understanding of the concept of the two classes obtained pretes 40.83 and 33.33, while postes 79.00 and 58.83. The average yield of PPP increase using guided inquiry learning model is 0.64 and uses conventional learning 0.25. The mean improvement in conceptual understanding using guided inquiry learning model was obtained 0.68 and using conventional learning 0.38. The result of pearson correlation (r) is obtained> 0.05 ie 0.37.

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